Week 7 - Term 4 - 2018

Week 7 26 Noema - 30 Noema NZQA Examinations Continue - All Week NZ Tallblacks training in Gym - Tues 27, 10am - 12pm Duke of Edinburgh training Year 10 - Mon 26 - Wed 28 Duke of Edinburgh training Year 9 - Wed 28 - Fri 30 Tennis - Canterbury Junior Champs - Tues 27 - Wed 28 Whanau Hui - Wed 28 Volleyball - SI Junior Champs - Tues 27 - Fri 30 Athletics National Champs - Thurs 29 - Sun 2 Cricket NZ - Fri 30 - Sun 2 Kapa Haka rehearsal - Fri 30 Last day for internal NZQA entries - Fri 30	Week 8 3 Hakihea - 7 Hakihea Junior Curriculum Project - All Week National Cricket Champs - Mon 3 - Wed 5 Year 10 Camps Begin Senior Clearance ends - Mon 3 Year 13 Leavers Ball at Wigram - Mon 3 Touch - NZ Champs - Fri 7 - Sun 9
Assembly - WED Junior Assembly - Silver awards	Assembly - WED Nil
Meeting  Staff Meeting - Special Prizes and Reporting - Monday 26 HOLA/ HOD Mentor meeting with BYS (TBC)	Meeting  TBC

Information for Staff

1. Te Aho o Te Kura Pounamu - The correspondence school: Something you might like to consider if you or your children would like to learn te reo. Te Kura offer free online classes that anyone can enrol in. See https://www.tekura.school.nz/subjects-and-courses/te-reo-m-and-257ori for more information.

In 2019 Te Kura will also be offering to students for the first time level 1 Samoan. So if you are aware of anyone that this could be relevant for, then let them know.

2. Assessment for Learning: Many of you are planning for 2019, revising units and planning new material is how to incorporate assessment for learning into your everyday lesson plans.

The table below outlines the difference between traditional and authentic assessment methods as outlined in Lombardi 2008. Take time now to critique your practice and think about the following questions:

a. What are some of the things that you do in your class with regards to assessment?

b. Are they characteristics of effective assessment practice?

‘The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides’.

NZ National Curriculum Document 2007 p.39

The Assessment and student outcomes template may also be of use as part of your planning review for 2019.

 

Traditional Assessment	Authentic Assessment
Generally relies on forced-choice, written measures	Promotes integration of various written and performance measures
Relies on proxy measures of student learning to represent target skills	Relies on direct measures of target skills
Encourages memorisation of correct answers	Encourages divergent thinking in generating possible answers
Goal is to measure acquisition of knowledge	Goal is to enhance development of meaningful skills
Curriculum directs assessment	Assessment for learning directs curriculum
Emphasis on developing a body of knowledge	Emphasis on ensuring proficiency at real-world tasks
Promotes "what" knowledge	Promotes "how" knowledge
Provides a one-time snapshot of student understanding	Provides an examination of learning over time
Emphasises competition	Emphasises cooperation
Targets simplistic skills or tasks in a concrete, singular fashion	Prepares students for ambiguities and exceptions that are found in realistic problem settings
Priority on summative outcomes or product	Priority on the learning sequence or process

Adapted from Lombardi (2008) Making the Grade: The role of assessment in authentic learning (pg. 8)